few_shots: Example:
Problem/activity:
Task
 Arrange the fractions in order from least to greatest. Explain your answer with a picture.
 $\frac{1}{5}, \frac{1}{7}, \frac{1}{3} $
 $\frac{2}{5}, \frac{2}{7}, \frac{2}{3} $
 $\frac{5}{6}, \frac{3}{6}, \frac{1}{6} $
 $\frac{5}{12}, \frac{8}{12}, \frac{4}{12} $

Standard options: 
A. Understand a fraction as a number on the number line; represent fractions on a number line diagram.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
B. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
C. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.


Thought: By arranging the fractions in this problem, students learn to compare fractions by reasoning about their size.
Answer: B

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: im_task_000157

3
options: Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.

Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.
problem_activity: Problem 1
What is an equation of the line represented in the graph below?
[IMG]
Problem 2
Four lines were used to define the edges of the trapezoid shown below.
[IMG]
Write an equation for each line described below.
a.   Line that passes through points
$$A$$
and
$$B$$
b.   Line that passes through points
$$B$$
and
$$C$$
c.   Line that passes through points
$$C$$
and
$$D$$
d.   Line that passes through points
$$D$$
and
$$A$$
Problem 3
Optional: Play the memory
Matching Game
with linear equations and graphs. Note that this requires some advance preparation.
Directions for students:
Find a partner and clear off your desks.
Separate the cards into a pile with equations and a pile with graphs.
Turn the equation cards over and organize them into rows/columns on one desk.
Turn the graph cards over and organize them into rows/columns on another desk.
On the first person’s turn, turn over an equation card and a graph card. If the cards match, then the player gets to keep the cards. If they do not match, turn the cards over in the same spot. The turn is over.
NOTE: If the player believes she or he has a match, then the player must prove that there is a match. The other player has the option to disagree and explain why. If the other player is right (and the first player was mistaken), then the other player gets to keep the card and then take a turn.
Repeat step 5 for the second player’s turn.
The game is over when all cards have been matched. The person with the most number of pairs wins the round. Another round may be played.


correct_option_index: 0